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1. Another Look at the Serowe Brigades. (EJ243057)
Author(s):
van Rensburg, Patrick
Source:
Prospects: Quarterly Review of Education, v10 n4 p379-91 1980
Pub Date:
1980-00-00
Pub Type(s):
Journal Articles; Information Analyses
Peer-Reviewed:
N/A
Descriptors: Case Studies; Comparative Education; Developing Nations; Educational Assessment; Educational Needs; Non Western Civilization; Nontraditional Education; Secondary Education; Vocational Education; Work Experience Programs
Abstract: Describes and evaluates a program, the Serowe Brigades, which has given many underprivileged high school students in Botswana, Africa basic education and training and has helped them understand the means of production in a developing nation. Concludes that the program has succeeded as a first step in extending technical training on a massive scale in a developing nation. (DB)
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2. Combining Education and Production: Situating the Problem (EJ168648)
Prospects: Quarterly Review of Education, 7, 3, 352-4, 77
1977-00-00
Descriptors: Developing Nations; Economic Development; Educational Administration; Educational Needs; Global Approach; Productivity; Quality of Life; Relevance (Education); Social Change
Abstract: The combination of education and production can have significant economic, social, and pedagogical benefits. Two approaches include (1) incorporating productive work into the curriculum of educational institutions, and (2) providing organized educational programs in existing and new workplaces. (Author/AV)
3. Swaneng Hill School (EJ043918)
Van Rensburg, Patrick
Convergence, 4, 2, 89-94, 71
1971-00-00
Descriptors: Educational Innovation; Educational Philosophy; Student Volunteers
Abstract: Describes the innovative educational methods undertaken in Botswana in order to cope with a serious shortage of funds and facilities. (AN)
4. Report From Swaneng Hill--Education and Employment in an African Country. (ED180734)
1974-00-00
Reports - Descriptive; Reports - Evaluative; Opinion Papers
Descriptors: Community Development; Community Involvement; Cooperative Programs; Course Descriptions; Developing Nations; Economic Development; Education Work Relationship; Educational Change; Educational Objectives; Experiential Learning; Job Development; Justice; Models; Productivity; Program Descriptions; Relevance (Education); Rural Development; Secondary Education; Skill Development; Student Attitudes; Technical Education; Vocational Education; Volunteers
Abstract: Opened in 1963, the Swaneng Hill School in Serowe, Botswana, was an experiment for its untrained founders whose objectives were to reduce the exclusiveness of secondary education, equip students with skills and knowledge needed for development, make the school a focal point for community development, and instill a sense of social justice in the educated minority. Severe problems in implementing policies, staff turnover, student attitudes, school conditions, and insufficient jobs for graduates caused a slow radicalization of the founders and a change in direction of the school away from the production of intellectuals to the production of workers with skills matched to the market place. Among the strategies the founders employed were a policy of voluntary labor on the part of all staff and students; the creation of the Serowe Builders' Brigade (and subsequently six other trade brigades), a self-financing program to teach construction to students not accepted into secondary school; Boiteko, a model self-help community development project and cooperative enterprise; and the instigation of a course in social and economic development. The founders advocate a dual policy of modernized and popularly based development, a combined work and education curriculum, and reformed secondary education on a mass scale. (SB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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